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ERIC Number: EJ1151444
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2147-611X
EISSN: N/A
Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors
Hodgson, Theodore R.; Cunningham, Abby; McGee, Daniel; Kinne, Lenore J.; Murphy, Teri J.
International Journal of Education in Mathematics, Science and Technology, v5 n4 p248-261 2017
There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in "traditional" settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom research by assessing behavioral engagement in flipped and non-flipped settings using observational instruments in three precollege settings. Contrary to widely-reported results, this study found an increase in engagement in only one of the three observed settings. Analyses of the classroom contexts and teachers' actions in the three settings suggests that student engagement is not solely a function of instructional strategy (flipped versus non-flipped), but is also affected by student characteristics and teachers' skill and expectations.
International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A